Psychological research in multimedia learning - NPED045

• Title: Multimediální vzdělávání v pojetí psychologického výzkumu
• Guaranteed by: Department of Software and Computer Science Education (32-KSVI)
• Faculty: Faculty of Mathematics and Physics
• Actual: from 2023 to 2023
• Semester: winter
• E-Credits: 3
• Hours per week, examination: winter s.:1/1, MC [HT]
• Capacity: unlimited
• Min. number of students: unlimited
• 4EU+: no
• Virtual mobility / capacity: no
• State of the course: taught
• Language: Czech, English
• Teaching methods: distance
• Teaching methods: distance
• Additional information: https://dl2.cuni.cz/course/view.php?id=3270
• Guarantor: doc. Mgr. Cyril Brom, Ph.D.
• Teacher(s): doc. Mgr. Cyril Brom, Ph.D.

Annotation

English

This course introduces multimedia learning and how to conduct empirical research in multimedia learning (including illustrated textbooks, animations and educational videos and games). The course will cover research perspectives (how to carry out a multimedia learning research project), empirical perspective (what is already known) and practical perspective (how to use multimedia learning materials at schools).

Last update: Holan Tomáš, RNDr., Ph.D. (19.04.2023)

Czech

Kurz studenty seznámí s experimentální psychologií multimediálního vzdělávání. Bude se věnovat vzdělávání pomocí širokého spektra multimediálních materiálů, tj. takových materiálů, které kombinují ilustraci s textem či mluveným slovem: počínaje ilustrovanými učebnicemi, přes výukové pořady, až po výukové hry. Důraz bude kladen na experimentální rovinu (jak získat a interpretovat data týkající se vzdělávání pomocí multimédií), empirickou rovinu (jaká data už byla získána: co se ví) a praktickou rovinu (co a jak lze použít ve výuce na škole).

Last update: Holan Tomáš, RNDr., Ph.D. (23.04.2018)

Course completion requirements

English

• - A simple grant proposal written by the student; the proposal has to concern multimedia learning (40%).

• - Students will conduct several reviews of grant proposals of colleagues (20%).

• - Activity in online sessions (40%).

Last update: Brom Cyril, doc. Mgr., Ph.D. (09.09.2024)

Czech

Student napíše jednoduchou grantovou žádost (na A4) týkající se empirického výzkumu v oblasti multimediálního vzdělávání. V rámci toho student popíše intervenci, tj. jednoduchý výukový materiál (například dvě různé verze stránky z učebnice s doprovodnou ilustrací), navrhne design experimentu (např. komparace s mezi-subjektovým designem) a sestaví rozpočet projektu. Za celkovou kvalitu žádosti, včetně rozpočtu a designu experimentu a jejich smysluplnosti, bude student ohodnocen (40%).

Student provede několik review grantových žádostí svých kolegů. Za úroveň provedených review bude student ohodnocen (20%).

Student bude dále hodnocen za aktivitu na online sezeních (40%).

Last update: Brom Cyril, doc. Mgr., Ph.D. (09.09.2024)

Literature

English

Basic
Mares, M. L., & Pan, Z. (2013). Effects of Sesame Street: A meta-analysis of children's learning in 15 countries. Journal of Applied Developmental Psychology, 34(3), 140-151.

Mayer, R. E. (2009). Multimedia Learning (2nd ed.): Cambridge University Press.

Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of educational psychology, 105(2), 249-265.

Expanding
Adams, D. M., Mayer, R. E., MacNamara, A., Koenig, A., & Wainess, R. (2012). Narrative games for learning: Testing the discovery and narrative hypotheses. Journal of educational psychology, 104(1), 235-249.

Belenky, D. M., & Schalk, L. (2014). The effects of idealized and grounded materials on learning, transfer, and interest: An organizing framework for categorizing external knowledge representations. Educational Psychology Review, 26(1), 27-50.

Clark, R. E. (Ed.) (2012). Learning from Media: Arguments, Analysis, and Evidence, Second Edition (2nd. ed.): Information Age Publishing.

Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning a systematic review and meta-analysis. Review of Educational Research, 86(1), 79-122.

Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920: Teachers College Press.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.

De Jong, T. (2010). Cognitive load theory, educational research, and instructional design: some food for thought. Instructional science, 38(2), 105-134.

DeSmet, A., Van Ryckeghem, D., Compernolle, S., Baranowski, T., Thompson, D., Crombez, G., ... & Vandebosch, H. (2014). A meta-analysis of serious digital games for healthy lifestyle promotion. Preventive medicine, 69, 95-107.

Heidig, S., & Clarebout, G. (2011). Do pedagogical agents make a difference to student motivation and learning? Educational Research Review, 6(1), 27-54.

Kalyuga, S. (2011). Cognitive load theory: How many types of load does it really need? Educational psychology review, 23(1), 1-19.

Kirschner, P. A. (2017). Stop propagating the learning styles myth. Computers & Education, 106, 166-171.

Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education A Meta-Analytic Review. Review of Educational Research, 86(2), 602-640.

Ma, W., Adesope, O. O., Nesbit, J. C., & Liu, Q. (2014). Intelligent tutoring systems and learning outcomes: A meta-analysis. Journal of Educational Psychology, 106(4), 901-918

Mayer, R. E. (2014). Computer Games for Learning: An Evidence-Based Approach.: The MIT Press.

Mayer, R. E. (Ed.) (2014). The Cambridge Handbook of Multimedia Learning. Cambridge Universitz Press.

Moreno, R. (2005). Instructional technology: Promise and pitfalls. Technology-based education: Bringing researchers and practitioners together (pp. 1-19): Information Age Publishing.

Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The effects of choice on intrinsic motivation and related outcomes: a meta-analysis of research findings. Psychological bulletin, 134(2), 270.

Plass, J. L., & Kaplan, U. (2015). Emotional design in digital media for learning Emotions, technology, design, and learning (pp. 131-162): Academic Press.

Rey, G. D. (2012). A review of research and a meta-analysis of the seductive detail effect. Educational Research Review, 7(3), 216-237.

Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational research, 81(1), 4-28.

Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K., & Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of educational psychology, 101(3), 671.

Young, J. (2017). Technology-enhanced mathematics instruction: A second-order meta-analysis of 30 years of research. Educational Research Review, 22, 19-33.

Last update: Holan Tomáš, RNDr., Ph.D. (23.04.2018)

Czech

Základní
Mares, M. L., & Pan, Z. (2013). Effects of Sesame Street: A meta-analysis of children's learning in 15 countries. Journal of Applied Developmental Psychology, 34(3), 140-151.

Mayer, R. E. (2009). Multimedia Learning (2nd ed.): Cambridge University Press.

Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of educational psychology, 105(2), 249-265.

Rozšiřující
Adams, D. M., Mayer, R. E., MacNamara, A., Koenig, A., & Wainess, R. (2012). Narrative games for learning: Testing the discovery and narrative hypotheses. Journal of educational psychology, 104(1), 235-249.

Belenky, D. M., & Schalk, L. (2014). The effects of idealized and grounded materials on learning, transfer, and interest: An organizing framework for categorizing external knowledge representations. Educational Psychology Review, 26(1), 27-50.

Clark, R. E. (Ed.) (2012). Learning from Media: Arguments, Analysis, and Evidence, Second Edition (2nd. ed.): Information Age Publishing.

Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning a systematic review and meta-analysis. Review of Educational Research, 86(1), 79-122.

Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920: Teachers College Press.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.

De Jong, T. (2010). Cognitive load theory, educational research, and instructional design: some food for thought. Instructional science, 38(2), 105-134.

DeSmet, A., Van Ryckeghem, D., Compernolle, S., Baranowski, T., Thompson, D., Crombez, G., ... & Vandebosch, H. (2014). A meta-analysis of serious digital games for healthy lifestyle promotion. Preventive medicine, 69, 95-107.

Heidig, S., & Clarebout, G. (2011). Do pedagogical agents make a difference to student motivation and learning? Educational Research Review, 6(1), 27-54.

Kalyuga, S. (2011). Cognitive load theory: How many types of load does it really need? Educational psychology review, 23(1), 1-19.

Kirschner, P. A. (2017). Stop propagating the learning styles myth. Computers & Education, 106, 166-171.

Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education A Meta-Analytic Review. Review of Educational Research, 86(2), 602-640.

Ma, W., Adesope, O. O., Nesbit, J. C., & Liu, Q. (2014). Intelligent tutoring systems and learning outcomes: A meta-analysis. Journal of Educational Psychology, 106(4), 901-918

Mayer, R. E. (2014). Computer Games for Learning: An Evidence-Based Approach.: The MIT Press.

Mayer, R. E. (Ed.) (2014). The Cambridge Handbook of Multimedia Learning. Cambridge Universitz Press.

Moreno, R. (2005). Instructional technology: Promise and pitfalls. Technology-based education: Bringing researchers and practitioners together (pp. 1-19): Information Age Publishing.

Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The effects of choice on intrinsic motivation and related outcomes: a meta-analysis of research findings. Psychological bulletin, 134(2), 270.

Plass, J. L., & Kaplan, U. (2015). Emotional design in digital media for learning Emotions, technology, design, and learning (pp. 131-162): Academic Press.

Rey, G. D. (2012). A review of research and a meta-analysis of the seductive detail effect. Educational Research Review, 7(3), 216-237.

Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational research, 81(1), 4-28.

Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K., & Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of educational psychology, 101(3), 671.

Young, J. (2017). Technology-enhanced mathematics instruction: A second-order meta-analysis of 30 years of research. Educational Research Review, 22, 19-33.

Last update: Holan Tomáš, RNDr., Ph.D. (23.04.2018)

Syllabus

English

Syllabus of the lecture

• types of multimedia learning materials

• brief history of educational innovations in the last century

• theoretical frameworks - cognitive load theory, cognitive theory of multimedia learning, self-determination theory

• types of multimedia learning experiments; learning outcome variables, affective-motivational variables, process data

• interpretation of quantitative findings (effect sizes, meta-analyses)

• principles of design for multimedia learning

Syllabus of the seminar

• interpretation of experimental results and meta-analytical syntheses

• analysis of errors made in published experimental studies

• participation in an experiment (as a participant)

• design of own experiment, including budget and schedule specification

• writing a grant proposal

Last update: Brom Cyril, doc. Mgr., Ph.D. (01.09.2022)

Czech

Sylabus kurzu

• Typy multimediálních materiálů: učebnice, hypermediální prezentace, animace, výukové pořady, tutorovací systémy, výukové hry, výukové simulace

• Stručná historie inovací ve formálním vzdělávání v 20. a 21. století podle Cubana; problémy nasazení technologických inovací ve formální výuce

• Teoretický aparát: kognitivní a kognitivně-afektivní teorie multimediálního vzdělávání (Mayer & Moreno), teorie kognitivní zátěže (Sweller), teorie sebedeterminace (Deci & Ryan)

• Konceptuální aparát: výuková metoda vs. výukový materiál vs. výukové médium; atribut vzdělávacího materiálu vs. technologická afordance (Clark)

• Typy experimentů v oblasti pedagogické psychologie multimediálního vzdělávání; základní typy sledovaných proměnných (znalostní výstupy, afektivně-motivační proměnné, kognitivní zátěž, psychofyziologická data)

• Základní způsoby interpretace (zejména kvantitativních) empirických dat: effect sizes, meta-analýzy

• Empirické principy designu multimediálních materiálů: kognitivní principy, afektivně-motivační principy

Sylabus semináře

• interpretace výsledků experimentů a meta-analýz

• rozbor chyb publikovaných experimentálních studií

• účast na experimentu coby participant

• návrh experimentu a sestavení časového plánu a rozpočtu

• sepsání cvičné grantové žádosti

Last update: Brom Cyril, doc. Mgr., Ph.D. (01.09.2022)